Institutional Ethnography (Research Methodology)

BULLYING is a vehicle through which one denies
the other their own narrative and agency. A topical example of this is the recent report of the Commission on Race and Ethnic Disparities (CRED, April 2021) which has caused controversy by denying institutional racism and ignoring the experiences of many whom have been bul-
lied

This volume interrogates the psychiatric apparatus with an evidentiary scorn and authority that demands accountability and an apologetic response. This scathing indictment of psy-professionals who mobilized psychiatric knowledge and practices to degrade, torture, and gravely harm others will serve to (1) educate skeptics; (2) bolster activism and solidarity in the Mad Movement; (3) vindicate survivors of psychiatric violence and coercion who often experience their suffering and struggle in a void of isolation; (4) provide hope to the many disgruntled professionals working in the mental health field who question their assumed role in helping people; and (5) draw ferocious critique from countless agents who wholeheartedly defend the idea that psychiatry can/will/does help/treat/cure sickly people, whether with complete, partial, or entirely without our consent.

Disabled university students, as well as disabled faculty, staff, and other community members, face an array of challenges in conducting their studies and in navigating their daily lives. The authors relay their experiences as disabled members of a university community, and recount the work they did to gather information about the experiences of disabled people at the university, and to find a group intended to creatively and supportively address the shortcomings of the institution in meeting the needs of disabled people on campus. Throughout, the authors pay attention to the ways in which disability acts as a significant factor of marginalization for members of institutions, often in interaction with other marginalizing factors.

This ethnographic study investigates one of the most robust youth-adult school governance model, which was found to distribute leadership and trigger organizational change.  Chapters highlight youth and adult leadership practices and the supporting coursework.  This book advances both the fields of student voice and distributed leadership with a thorough/extensive literature review; chapter on how to study student leadership capacity building; chapter on preparing democratic citizens; and chapters on distributed leadership. You can find this book here: http://www.amazon.com/Student-Voice-School-Governance-Distributing/dp/113885154X

Why has the disaster relocation policy, ideal in the official eyes, become the worst experience for the indigenous people? By looking into indigenous people's experiences of emergency relocation after Typhoon Morakot, this article asks what are the spirit and method of indigenous social work? What kinds of cultural competences are needed when working with the indigenous people? This paper adopts institutional ethnography as the research method to investigate the break between indigenous people's real needs and social work practices at the post-disaster relocation site. The research finds that the workers in the relocation site constructed the welfare needs of the indigenous people with their managerial thinking and Buddhist culture. Indigenous people were treated by cultural unsafe practices. During the process, they were stigmatized as ＂vulnerable victims＂, ＂welfare dependents＂, ＂the religious other＂, ＂the barbarous other＂, ＂environmental destroyers＂, ＂the unhealthy other＂, ＂obedient worshipers＂, and ＂urban wonders＂. They became victims of racial discrimination and the object of social work. To counter racial discrimination, the paper argues that on the base of indigenous collective cultural rights, indigenous peoples (a) would need time and space to achieve collective autonomy of self-governing and self-determination, (b) should have the right to choose to stay in the traditional territory and temporary emergence relocation after disaster, and (c) should have the right to be consulted by any state policies taking place. The research finds that the state replaced cultural autonomy with social welfare after Typhoon Morakot. Moreover, the social welfare system placed indigenous people as the object of social work in the relocation policy. This paper advocates that elements of cultural competences should be based on cultural safety, anti-racial discrimination and respect for the collective cultural right of the indigenous people.

為何官方眼中理想的災難安置政策卻造成原住民族人痛苦的經驗？從莫拉克颱風災後原鄉族人被異地安置的經驗，如何學習原住民族社會工作的精神與方法？和原住民族一起工作應具備何種文化能力？本文以「消除各種形式之種族歧視」及「爭取原住民族集體文化權」為指標，以建制民族誌為研究方法，探索災後異地安置現場實作如何和族人真實需求產生斷裂，以「文化安全」為核心價值，借鏡思考如何培育災難中社會工作者的文化能力。研究發現顯示，許多災難現場的歧視觀點看似平凡，卻因背後的意識形態符碼挾帶著國家機器、社福體制、宗教團體之管理主義與殖民主義等結構性的不平等，形成制度性的歧視；安置過程中族人文化認同與需求被否認與貶抑，缺乏文化安全的對待。安置政策與論述將原鄉族人污名化為「受災的弱者」、「福利的依賴者」、「宗教的他者」、「野蠻的他者」、「環境的破壞者」、「不健康的他者」、「順從的敬拜者」及「都市的他者」。若從原住民族集體文化權來思考，族人需要（一）部落集體自治自決的權利、（二）部落選擇留在原鄉居住及臨時中繼安置的權利、（三）國家政策在執行前應取得部落諮詢同意的權利。為避免再製族人成為災難中的他者、社會工作的客體、文化自治權被社會福利所取代的現象，本文倡議以反種族歧視及尊重原住民族集體文化權利為基礎的原住民族社會工作，並以文化安全的角度來省思社工員所應具備的文化能力之內涵。

Turbulence is usually considered a negative property of an organization’s environment. Yet turbulence is also a feature of an organization’s internal dynamics and may be useful for productivity. This article argues that interactions between the formal and informal management of trouble produce relational turbulence that may mobilize resources and collective action, or conversely lead to dysfunction and crisis. The author links relational psychoanalytic theory with social constructionist perspectives in exploring intersubjective dynamics of trouble and its repercussions of turbulence. Based on a longitudinal interorganizational ethnography, an atypical mental healthcare organization is described – a democratic therapeutic community – in which turbulence plays a central function, but in two very different ways. In a restorative mode, turbulence generates formative spaces that are creative and have a regulating function, useful for organizational productivity. Conversely, a perverse mode is destructive and may produce intractable perverse spaces, leading to organizational dysfunction, crisis and even collapse. This is theorized by extending the psychoanalytic concept of liminal, transitional space. In contrast to the notion of transitional space as a safe, protective area, the author develops a model of distinct formative and perverse spaces created by relational turbulence in organizations. In human service organizations, where the generation, trading and management of trouble are inherent in an organization’s internal dynamics, turbulence may be a valuable resource, but one that, in the perverse mode, can be immensely destructive.

What is today recognized as a discursive approach to policy might appear to be a fashionable innovation; however, it has been cultivated over time as the field of language planning and policy (LPP) has matured. This contribution traces the early foundations of an approach to LPP that focuses on the interplay between human agency and societally circulating (language) ideologies. It examines work that has focused on national policies as well as research focused on policy in practice, including how language practices can be understood as de facto language policy. Challenges related to making connections between policy and practice are also discussed. Finally, future prospects for researching language policy with a discourse analytic orientation are considered.

EDUCATIONAL DISCOURSE: COMMUNITY SCHOOL
https://drive.google.com/…/0B7KXfH8H9P3ianRjcnEyNnNYW…/view…
Penkov, Boris Victor. Educational Discourse: Community School. The Bulletin of the Voronezh Institute of High Technologies. № 14. – Voronezh: Voronezh Institute of High Technologies, 2015. P. 229-233.
ISSN: 1994-1730
This paper examines the semantic features of community school as a concept within educational dis- course in the United Kingdom of Great Britain and Northern Ireland. This study helps to differentiate texts as representations of educational discourse and as illustrations of its selected varieties; such as the discourse genres that embrace the language of high school or secondary school.
Keywords: discourse, institutional discourse, educational discourse, language of school, high school, community school.

Student poverty is an issue perversely slow to gain recognition in social work education, accreditation, regulation and research. Given the stated concern of social work with social justice, it is important to consider if social work education is consistent with the goal of furthering social justice. In this presentation, I draw on a sub-set of data from a five-year institutional ethnographic study focused on social work education in Australian public universities. Accounts of how the social relations of oppression and privilege were linked within the organisation of the dominant economic, political and social systems that shape social work education were investigated. The extra burden of poverty was documented for students in course work, particularly when undertaking the two lengthy, unpaid compulsory placements. Experiences of racial micro-aggressions and racism, ableism, classism and caring responsibilities were found to combine with poverty to create stress and extra physical, emotional and financial work for many students. Drawing on intersectionality theory, and the data, reveal the racialised, gendered and classed texts and relations that organised and activated the injustice of poverty for social work students. I conclude with drawing out implications for social work education, accreditation, regulation and policy advocacy.

ABSTRACT
This article outlines a ‘mutual inquiry’ based approach to supervision using techniques,
concepts and insights drawn from social work supervision experience, a current Ph.D.
institutional ethnographic research project and intersectionality. Good supervision of
social work students and staff can progress efforts towards identifying and combatting
discrimination, important steps towards a more socially just society. Reducing
discrimination also improves the quality of service provision with clients, often members
of the most marginalised groups in the community. Supervision to reduce discrimination
needs to be shaped by humility rather than the more popular goal of competence.
Humility is fostered when a supervisor and supervisee consider their work together from
the standpoints of clients, and purposefully contemplate their complicities in the creation
and maintenance of discriminatory practices. This supervision approach aims to create the
vision, and ability, to challenge discriminatory policies and practices as they are normalised
and inflect at individual, supervision, organisational and societal levels.

Cases are not objects at hand for legal decision-making; cases are not echoes from a past crime. Cases are, first of all, made within compound discourse apparatus, here the English Crown Court and the procedure/s attached to it. This book reveals the legal production of cases including their relevant features. The socio-legal ethnography visits the natural sites of adversarial case-making: law firms, barristers’ chambers, and Crown Courts. It examines the role and dynamics of client-lawyer meetings, pre-trial hearings, plea bargaining sessions, and jury trials. It focuses on the lawyers’ case-making activities, their procedural contexts, and the resulting cases. As an ethnographic discourse study, the book develops a trans-sequential perspective on the interrelated events and processes of case-making – and by doing so, overcomes the shortcomings of talk-bias and text-bias. The trans-sequential approach pays out in detailed case studies on an alibi, on guilt, or the barrister’s notes; it pays out as well in cross-case studies dealing with legal care, procedural infrastructure, or the case system in the common law tradition. As a result, the book identifies three basic/general case-making mechanisms that are - different to US-American adversarialism - still balanced in the CROWN COURT's procedural culture.

A number of reviews of this ethnographic monograph: 
- by John Flood here: http://legalpro.jotwell.com/the-micro-sociology-of-lawyers-actions/ and here: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-6478.2011.00546.x/abstract.
- by John Gibbons here: http://das.sagepub.com/content/23/6/773.full.pdf+html?rss=1
- by Lisa Vanhala here: http://www.gvpt.umd.edu/lpbr/subpages/reviews/Scheffer1211.htm"

Paper presented at the Society for the Study of Social Problems 63rd Annual Meeting, August 9-11, 2013, New York, USA.
This presentation ventures contributions to understanding the value of institutional ethnography (IE) in assisting educational activism for social justice within higher education.  Sections of methodology and narratives are presented from one sub-set of the data being gathered in a current wider program of PhD qualitative institutional ethnographic research, Searching for Recognition and Social Justice in Tertiary Education. The larger research project explores links between one Australian regional university’s gendered, racialised and classed practices and its governance of social justice in higher education within the widening participation agenda. Conceptual frameworks are drawn from the works of Dorothy Smith (2005), Pierre Bourdieu (1987), Joan Acker (2006) and Marie Campbell (2002).

En moins d’une décennie, l’insertion professionnelle des enseignant·es immigrants a suscité un important corpus de recherches au Québec et au Canada francophone. Dans l’ensemble, ces recherches mobilisent des cadres d’interprétation surexposant l’analyse des écarts culturels entre les enseignant·es immigrants et la société d’immigration. En dépit du dispositif mis en place en 2001 afin de corriger les effets de la discrimination systémique en emploi dans les organismes publics, aucune recherche ne lie l’expérience de ces enseignant·es à la sous-représentation persistante du personnel enseignant de groupes racisés au Québec et, de manière plus notoire encore, dans les commissions scolaires francophones de la région métropolitaine de Montréal (RMM) (CDPDJ, 2015).

Menée à partir d’une perspective épistémologique interprétative-critique et d’un cadre d’analyse féministe, cette thèse s’éloigne de ce prisme essentialisant afin de produire de nouveaux savoirs visant à accroître la justice sociale au sein de l’institution éducative. Les courants féministes guidant la thèse se rejoignent dans leur volonté de dévoiler les configurations des rapports sociaux et du pouvoir par lesquelles se matérialise la domination dans les différentes sphères de la société, dont le travail. Inspirée par la méthode sociologique de l’ethnographie institutionnelle, cette recherche prend la forme d’une enquête cherchant à comprendre comment les rapports sociaux, notamment de race, sont organisés et re-produits dans les distributions dissymétriques du travail enseignant. L’enquête a été menée depuis le point de vue d’enseignant·es en insertion professionnelle assignés par des rapports sociaux de race et travaillant dans les commissions scolaires francophones de la RMM (14). Leurs récits et questionnements ont engendré l’exploration des processus institutionnels et pratiques régulant l’obtention d’une autorisation d’enseigner et de contrats de travail. L’enquête a été approfondie par des entretiens menés avec des directions d’établissement d’enseignement (4), des conseiller·es pédagogiques (2), des conseillères syndicales (2) et des employées du secteur des ressources humaines (2) rattachés à deux commissions scolaires de la RMM. Des documents –lois, règlements, rapports, conventions collectives, etc.– organisant à différents égards ces processus ont également été analysés.

Les résultats de la thèse se situent à plusieurs niveaux. Le dévoilement des configurations des rapports sociaux dans le travail enseignant ne peut se faire sans rendre visible, plus largement, les multiples hiérarchies structurant ce travail à même son cadre législatif. À partir de différents fragments de matériaux, la thèse révèle empiriquement comment l’accroissement du travail atypique et précaire en enseignement – plus marqué depuis les années 1990– induit une augmentation des possibilités de hiérarchisation entre les employé·es, desquelles émergent de nouvelles reconfigurations de la division du travail. La thèse montre comment les rapports sociaux de race organisent la distribution du travail dans cette profession déjà structurée historiquement par des rapports sociaux de sexe. Les résultats mettent en exergue la création de « classes » d’enseignant·es hiérarchisées afin de pourvoir à des affectations elles-mêmes classifiées selon qu’elles permettent ou non de progresser dans la carrière. En l’absence de dispositif conséquent en matière de discrimination systémique, cette thèse montre comment l’arbitraire des processus et critères à partir desquels les enseignant·es sont sélectionnés risquent de confiner de manière disproportionnée les enseignant·es de groupes racisés aux emplois atypiques et précaires. À la lumière de ces résultats, la thèse interpelle les acteurs intervenant à plusieurs niveaux de l’institution éducative afin de confronter les inégalités de traitement compromettant l’effectivité du droit à l’égalité entre les personnes composant le personnel enseignant.

Mots-clés : travail enseignant, division du travail, rapports sociaux, domination, rapports de régulation, idéologie raciste, discrimination systémique, ethnographie institutionnelle

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In less than a decade, the professional integration of immigrant teachers has generated a large body of research in Quebec and French-speaking Canada. In general, these studies use interpretive frameworks that rely on an analysis of cultural gaps between immigrant teachers and the host society. Despite measures put in place in 2001 to mitigate the effects of systemic discrimination in employment in public bodies, there is no research linking the experience of these teachers to the persistent under-representation of racialized teachers in Quebec or, even more notably, in the French-language school boards of the Montreal Metropolitan Region (MMR) (Quebec Human Rights Commission, 2015).

Based on a critical/interpretative epistemological perspective and a framework of feminist analysis, this dissertation moves away from this essentializing prism in order to produce new knowledge aimed at increasing social justice within educational institutions. The feminist perspectives guiding the thesis have in common their desire to expose the configurations of social and power relations through which domination in the various spheres of society is materialized, including in the workplace. Inspired by the sociological method of institutional ethnography, this study takes the form of an enquiry seeking to understand how social relations, especially of race, are organized and (re)produced in the asymmetrical distributions of teaching work. The study was conducted from the point of view of vocational integration teachers who were assigned by racial social relations and were working in French-language school boards in the Montreal MRR (14). Their stories and questions led to an exploration of the institutional and practical processes regulating the obtention of a teaching licence and employment contracts. The study was expanded through interviews with principals of educational institutions (4), academic advisers (2), union advisors (2) and employees in the human resources sector (2) within two school boards of the MMR. Documents that codify these processes in different ways –laws, regulations, reports, collective agreements, etc.– have also been analyzed.

The thesis conclusions explore several aspects. The exposure of the configurations of social relations in teaching work cannot be done without more widely exposing the multiple hierarchies structuring this work and even its legislative framework. From various fragments of materials, the thesis reveals empirically how the increase of atypical and precarious work in teaching –which has become more pronounced since the 1990s– induced an increase in the possibilities of hierarchization among employees, from which arose a reconfigurations of the division of labour. The thesis shows how racial social relations organize the distribution of work in a profession already historically structured according to gender social relations. The results highlight the creation of hierarchical "classes" of teachers in order to fill assignments, which are themselves classified according to whether or not they make career advancement possible. In the absence of effective measures to counter systemic discrimination, this thesis shows how the arbitrary nature of the processes and the criteria by which teachers are selected run the risk of disproportionately confining teachers from racialized groups to atypical and precarious jobs. In light of these results, the thesis calls on educational leaders to intervene at several levels of academic institutions to confront inequalities in treatment that effectively compromise equality rights among teaching staff.

Keywords: teaching work, division of labor, social relationships, domination, regulation, racist ideology, systemic discrimination, institutional ethnography

This study provides an account of the agendas, participation and influence of management, teachers, students and parents at a primary school in Tigray, Ethiopia. A literature review revealed gaps in the knowledge of these stakeholders’ involvement in school leadership structures in the current national policy context. A broader review of the major traditions of school research informed the design of this ethnographic case study. Fieldwork at ‘Ketema School’ took place over an eight-month period in 2014, and involved participant observation, informant-led interviews, and the collection of institutional documents. Data collection focused on the meetings of various bodies, and the activities of a single class in Grade 6 and 7. Inductive analysis of the case data was supported by Atlas.ti.

The study reveals a convergence of understandings about the purposes and processes of the school consistent with the state-authorised model of schooling for national development. Structures and processes of surveillance and control incentivise and normalise compliance with government directives. These include positions of distributed leadership and mechanisms of mutual surveillance and internal accountability through which teachers and students share responsibility for supervising peers and colleagues. For example, the student leaders of the ‘one-to-five’ networks perform an academic support and behavioural control function in relation to their peers; and gim gima is a practice of public critique used for exposing misconduct. Meetings and other participative spaces enable members of the school community to share their views on conditions in school according to their interests and priorities; however, these forums are dominated by management agendas, and school-level decisions are restricted by a strong external policy context.

This study extends knowledge of school leadership practices in Ethiopia and informs wider debates around community participation, accountability and school autonomy in developing countries. Recommendations are made for sharing and strengthening democratic practices and for future research.

Concebido historicamente como objeto
de preservação, cujo monumento é o
exemplo mais paradigmático, o patrimônio
é doravante definido como um recurso
dinâmico constantemente recriado, em que
o imperativo da transmissão do vivo faz do
futuro o seu tempo forte. Essa transformação
coloca à prova os princípios fundadores
da instituição patrimonial e, em primeiro
lugar, a noção de autenticidade. Dentre
as inúmeras implicações da instituição do
patrimônio cultural imaterial – PCI para
pensar o futuro do patrimônio, a eliminação
da autenticidade como critério para a
identificação do patrimônio abre, assim,
perspectivas inéditas que colocam um grande
desafio à retórica patrimonial autorizada,
ao introduzir novas ambiguidades. Baseado
em uma etnografia da implementação da
Convenção para a Salvaguarda do Patrimônio
Cultural Imaterial (Unesco, 2003), este
artigo apresenta controvérsias surgidas em torno da noção proscrita de autenticidade,
tanto no cenário internacional quanto em
escalas nacionais e locais.

Abstract:

This study is an institutional ethnography which employs a critical race feminist theoretical framework in order to explicate the social relations that coordinate the experiences of racialized female student activists at McGill University. Interviews with students, administrators, faculty and staff, along with observations about texts, institutional language and experiences around equity at McGill make up the data for conducting this anti-racist feminist analysis. In the first part of this study, knowledge produced through the experiences of racialized female student activists – who make up the entry point of this study – exposes a disjuncture between McGill’s self-portrayal as equitable and diverse and how it is experienced by some racialized women. The next part of this study explores some challenges to doing anti-racist activist work at McGill and the lack of – yet need for – an institutional memory that encourages present and future organizing to document, refer to, and build on past initiatives (successful and otherwise) around race, racism and equity. 


Résumé:

Cette étude est une ethnographie institutionnelle qui emploie une cadre théorique féministe-critique afin d'expliquer les relations sociales qui coordonnent les expériences des étudiantes-organisatrice racialisées à l'Université McGill. Les entrevues avec les étudiantes, administrateurs, professeurs et employés, avec des observations sur les textes, la langue institutionelle et des expériences autour de l'équité à l'Université McGill constituent les données pour effectuer cette analyse anti-raciste féministe. Dans la première partie de cette étude, les connaissances produites par les expériences des étudiantes-organisatrice racialisées – qui constituent le point d'entrée de cette étude – expose une disjonction entre la façon dont l'Université se portrait comme équitable et diversifiée et comment elle est vécue par certains étudiantes racialisées. La prochaine partie de cette étude examine certains des défis au travail d’organisation anti-raciste à l'Université McGill et le manque (et le besoin) d’une mémoire institutionnelle qui encourage l'organisation actuelle et future de documenter, de consulter, et de s'appuyer sur les initiatives passées (réussie et autrement) autour de la race, le racisme et l'équité.

In this paper we unpack how geographers have studied institutions, focusing specifically on institutional ethnography, often called ‘IE’. Sociologist Dorothy Smith is widely credited with developing institutional ethnography as an ‘embodied’ feminist approach. Smith studies the experiences of women in daily life, and the complex social relations in which these are embedded. Institutional ethnography offers the possibility to study up to understand the differential effects of institutions within and beyond institutional spaces and associated productions of subjectivities and material inequalities. We suggest that geographical scholarship on institutions can be enhanced and, in turn, has much to contribute to the broader interdisciplinary field on institutional ethnography, such as understandings of institutions that account for spatial differentiation. We argue that IE holds potential to enrich geographical research not only about a multitude of kinds of institutions, but about the many structures, effects, and identities working through institutions as territorial forces. In spite of recent interest by geographers, the broader literature on institutional ethnography remains under-engaged and under-cited by human geographers. Critical of this lack of engagement, we suggest that it has left a gap in geographical research on institutions. Our aim is to analyze and advance existing scholarship and offer this article as a tool for geographers thinking about employing IE. We develop a typology, categorized by methodological approach, to highlight ethnographic approaches to institutions undertaken by geographers.

This research examines the social organization of newcomer South Asian women’s mothering work. It explicates the processes that contribute to South Asian women making changes to their mothering work after immigrating to Canada despite having reservations about the same. Data for this research was collected through interviews with 20 South Asian immigrant mothers who were raising school aged children in Canada and had been in the country for less than five years. Eight key informant interviews were conducted with persons who engaged with immigrant families in their work on an ongoing basis for insights into how their work connected to the work of the South Asian mothers. Government policies, websites and newspaper reports also form important data sources for this study. Using Institutional Ethnography, the research shows the disjuncture between the mothering work of the South Asian immigrant woman and institutionally backed neoliberal discourses in Canada around mothering, schooling and immigrant employment. The research shows the manner in which the settlement experiences for South Asian immigrant women became stressful and complicated by the changes they needed to make to their lives to coordinate with these institutional discourses. The study explicates how the work of immigrant mother in the settlement process ―in the home, in relation to the school, and in relation to her own employment ―changes over time as she participates in social relations that require her to raise her children as autonomous responsible persons/citizens who can participate in a neoliberal economy characterised by precarious work. The study throws light on the complexity of settlement work for South Asian immigrant women and on the manner in which South Asian immigrant mothers’ values/priorities in relation to raising children become subordinate to more dominant set of values driven by global neoliberal influences that stress autonomy. The study has implications for the social work profession that is connected in many ways to the settlement experiences of immigrant women.

The handling (lifting, mobilizing, moving etc) of patients is an integral part of the carework in health-care institutions. For obvious reasons, this puts healthcare providers at risk for musculoskeletal injuries (MSIs); furthermore the risk of such injuries has been considered an inherent risk of care work. In the last decade a concerted effort has been made to decrease (with the goal of eliminating) caregiver injuries by implementing safe patient handling programs (SPHP). These programs are presented as evidence-based algorithms that require the use of mechanical lifting devices. Institutions implement SPHPs as policies and procedural guidelines to which caregivers must conform. SPHPs represent a change in institutional thinking from the earlier belief that MSIs were inherent to care work, to the contemporary idea that injuries are preventable. Despite these efforts, healthcare providers continue to be exposed to the risk of injury.
The assumptions underlying the SPHP are open to questions, none of which are addressed in the literature. Most importantly the literature does not take into consideration that healthcare providers are handling individual patients with subjective and unique needs. For the purpose of understanding why healthcare providers continue to be exposed to the risk of MSIs, the purpose of this study is to explore how the generic policies and guidelines meant to apply to all patient-caregiver interactions impact patients and caregivers in everyday care work. In particular, this study examines the complexity of
care delivery on inpatient care units that have implemented the latest research recommendations regarding safe patient handling. This study starts with the assumption that care workers are positioned at the intersection between the patient and the hospital policies and guidelines that govern their care. In order to understand the caregivers’ continued exposure to injury, this study examines the work of caregivers during their shift and the policies and guidelines they encounter that impact their decisions.
This study is an Institutional Ethnography (IE), a unique research approach that makes visible how complex actions in everyday care work are coordinated by institutional texts such as policies and guidelines. This research approach permits the researcher to make visible the connection between the actual day-to-day experiences of people and the organizational priorities as reflected in institutional texts.
This study was conducted in two healthcare facilities on neurology and rehabilitation units which had instituted SPHPs and had state-of-the-art lifting equipment.
Two sources of data were collected for this study, the first were observations of every day lifting. It describes caregiver practice beginning with 1. A description of how caregivers obtain the knowledge they need to handle the patients encountered during their shift. 2. What occurs once the caregiver encounters the patient. 3. Their decision-making process
used to determine how to transfer a patient. 4. How the transfers are brought into action, and 5. How this care is then documented and reflected in the patient's record. The second
source of data were the institutional texts that impacted the handling of patients. These were identified by interviewing caregivers and managers and performing searches in
institutional data base

Some male interviewees encounter difficulties when they try to express their emotions and overcome anti-feminist positions that transform the research setting into places where hyper-masculinities are reproduced. This research finds that critical dialogue is a persuasive tool interviewers can employ to challenge their participants to empathize with perspectives that contest and confront gendered violence, institutional coercion, and misogyny. Drawing on eight interviews I conducted with male security officers (all former colleagues of the author) who engaged in healthcare violence against male and female psychiatric patients at two hospitals in Ottawa, Canada, I discovered that dissent and the testament of past sufferings inspires people to reconsider their marginalizing standpoints, and helps participants and researchers who have experienced trauma before and during the research process to cope with their emotional suffering and find closure. This approach may encounter ethical problems such as researcher/participant re-victimization and distress, which may be resolved through debriefing exercises, and displays of empathy, compassion, non-judgement, and friendship.

In urbanen Ballungsräumen treffen Bevölkerungsgruppen, Szenen und Milieus mit unterschiedlichen Praktiken und Wertvorstellungen aufeinander. Lokale Verhältnisse und Sicherheitslagen erscheinen unübersichtlich. Hier sieht sich die Polizei gefordert, mit kontinuierlicher Wissens-, Vertrauens- und Beziehungsarbeit Abhilfe zu schaffen. Neben ihrem Kerngeschäft, der Verfolgung von Straftaten und der Gefahrenabwehr, etabliert sie die Präventionsarbeit. Unterschiedliche Formen dieser spezifischen polizeilichen Arbeit inklusive ihrer weiteren praktischen Implikationen und Anforderungen werden in integrierten ethnografischen Fallstudien analysiert.

Más allá del análisis empírico de los instrumentos de participación, una alternativa analítica ha sido el estudio de los patrones o dinámicas de relación sociedad-Estado. Si existen decenas de dispositivos de participación para poder incidir en el espacio público, ¿por qué se encuentran tan pocas experiencias exitosas y continuas de participación ciudadana? ¿Por qué tener mayores espacios de deliberación es una demanda recurrente de las organizaciones de la sociedad civil (OSC)? ¿Qué factores impiden ejercer el derecho a la participación? No hay respuestas simples a estas preguntas, pero sin duda que es necesario comprender que la oferta de participación institucionalizada no es la única, ni la más efectiva forma de relación e incidencia en el espacio estatal, y por lo tanto puede resultar útil la identificación de patrones de relación sociedad-Estado.

In this article I suggest that SINEM — the Costa Rican version of Venezuela’s El Sistema — articulates a development discourse which legitimates neoliberal policies that govern the twenty-first-century international market, in which Costa Rica figures only as a subaltern. I contend that such articulation contributes to perpetuating notions and practices that are based in the colonial period and have sustained the imagination of Costa Rican national identity since the nineteenth century. To this end, I undertake a theoretical analysis through postcolonial institutional ethnography.

Keywords: coloniality, postcolonialism, music education, socialization, Costa Rica

DOROTHY SMITH’S SOCIAL SCIENCE APPROACH AND INSTITUTIONAL ETHNOGRAPHY
Abstract
This article examines the methodological and theoretical basis of the institutional ethnography approach introduced by Canadian sociologist Dorothy E. Smith. Institutional ethnography refers to the empirical investigation of linkages within the local context of “everyday world” organizations and the trans-local process of governance. For institutional ethnography, the everyday world is the material context of each embodied subject. The “works” done by each embodied subject in everyday life is just a starting point for institutional ethnography. The notion of “institution” indicates the clusters of “text mediated” relations organized around specific functions such as education or welfare. Smith proposes institutional ethnography as a part of an empirically strong alternative methodology and as a politically empowering research strategy.  This approach combines Marx’s materialist method with ethnomethodology, feminist standpoint theory and Foucauldian discourse theory. This article shows how institutional ethnography links micro and macro settings by giving empirical examples and compares it with some other qualitative research approaches such as the extended case method by Burawoy or feminist standpoint theory.
Keywords: Institutional Ethnography, Methodology, Feminist Methodology

Özet
Bu makalede Dorothy Smith tarafından geliştirilen kurumsal etnografya yaklaşımının yöntemsel öneri ve teorik dayanakları incelenmektedir. Kurumsal etnografya gündelik yaşamın ve örgütlenmelerim yerel bağlamı ile yerel ötesindeki yönetme ilişkileri ve yönetişim süreçlerini birbirine bağlamayı hedefleyen ampirik bir araştırma yöntemi önermektedir. Kurumsal etnografyacı için gündelik hayat, öznelerin konumlandığı maddi bağlamdır. Gündelik yaşam içinde konumlanmış öznelerce yapılan «işler» kurumsal etnografya için yalnızca başlangıç noktasıdır. Kurum düşüncesi eğitim, sağlık, refah gibi spesifik bir işlev çerçevesinde örgütlenmiş bir dizi metin-dolayımlı ilişkiler ağına işaret eder. Kurumsal etnografya nitel sosyal bilimin kimi standart pratiklerinden farklılaşmakta, ampirik ancak güçlendirici bir sosyal bilim önerisi sunmaktadır. Bu çalışmada öncelikle, yaklaşımın feminist yöntem, Marksizm ve söylem teorileri  ile etkileşimi incelenmektedir. Kurumsal etnografyanın, mikro ve makro düzeyleri bağlama çabası ile yöntemsel stratejisi araştırma pratikleri üzerinden örneklenerek açıklanmaktadır. Ayrıca genişletilmiş örnek olay, feminist bakış açısı yaklaşımı gibi nitel araştırma yaklaşımları ile ilişkisi tartışılarak, kurumsal etnografyanın ampirik açıdan güçlü aynı zamanda insanlar için güçlendirici bir sosyal bilim önerisi olarak farklılığı ortaya konmaktadır.

This article identifies three methodological approaches for ethnography of environmental governance: place-based ethnography, institutional ethnography, and organizational ethnography. These approaches are ideal types distinguished by how they define the ‘field’ where the ethnographer works. Place-based ethnography is well-established methodologically, but institutional and organizational ethnography are frequently conflated, and methodological guidance for ethnography of environmental organizations is scant. Organizational ethnography makes vital contributions to environmental governance scholarship, however, by revealing internal logics and everyday rationalities of powerful environmental actors and processes. The article therefore expands on the methodological foundations for organizational ethnography of environmental governance, using ethnographic research on the tropical forest conservation programs of an international environmental organization to illustrate research practicalities and substantive contributions of an organizational approach.

Within institutional ethnography (IE), texts—reproducible written and graphic materials—are understood to play a central role in coordinating social relationships. This is the case because of their ubiquity and because texts allow proceedings in one place to influence actions in another. This article considers the role of texts in settings that are less text-saturated than the Western societies whose organization Dorothy Smith first sought to understand through IE. Drawing from insights of a study examining the social organization of maternity care in rural northern Uganda, I discuss the differences in the role of texts in Global South research including the role of illiteracy, the need to read for absences or silences, and the prominent role of international texts. Identifying texts and observing their role in sequences of action are nevertheless essential for institutional ethnographers working to understand social organization in the Global South. This article seeks to contribute to IE methodology in Global South research settings.

What role do texts play in LGBTQ (lesbian, gay, bisexual, transgender, and queer) parents’ experiences of disability service systems? In interviews with 15 LGBTQ parents of disabled children in Toronto, Canada, participants selected documents to be used as a focus for discussion. Parents considered how LGBTQ identity and other intersectional identities influenced their experiences of institutional texts including adoption certificates, intake forms, and assessments. Findings suggest that documentation practices can operate as forms of systemic gatekeeping. LGBTQ identity was sometimes very significant in parents’ accounts, and sometimes less central than other aspects of their families' identities and experiences.

Abstract: In   this   article   I   revisit   and   expand   upon   George   Smith’s   (1990)   landmark  article,  “Political  Activist  as  Ethnographer.”  Political  activist  ethnography   (PAE)   is   a   specialized   form   of   institutional   ethnography   (IE)   that   has   not   received  nearly  enough  attention  in  the  twenty  years  since  the  original  publication   of  Smith’s  article.  In  an  effort  to  revisit  and  bolster  this  research  approach,  I  provide  an  overview  of  IE/PAE,  critically  engage  with  three  recent  commentaries  on   PAE,  and  offer  a  new  interpretation  of  this  approach  as  well  as  an  example  of  its   application  from  my  ongoing  research  on  fair  trade.

Objetos de diálogo es un proyecto de investigación aplicada que, financiado por el Consejo Nacional de Ciencia y Tecnología de México (Conacyt), documenta y analiza iniciativas de museos mexicanos que abordan problemáticas sociales contemporáneas como la crisis ambiental, la migración, la violencia, la justicia social y la equidad de género.

The association of madrassas as " breeding grounds for terrorists " is problematic, exacerbated by a lack of understanding of how Islamic religious schools function and contribute to cities and urban social life. Our article provides an interpretative examination of the so-called madrassa question by explaining the urban-spatial embeddedness of madrassas and emphasizing the heightened sense and deployment of religious identities in the quotidian " worlding " of " lived religion " and " lived religious education " of research participants in two madrassa communities in Isla-mabad, Pakistan. Positioned within the growing research on urban sociology and geographies of the intersections of religion and education, this article examines lived religion and religious education within urban spaces. It discusses ethnographic findings on the performance and reproduction of spatially grounded extrareligious roles, identities, and practices in city-based madrassas. We emphasize the religious and nonreligious meanings people attach to these identities and practices, and how these are manifested, represented, and experienced in urban community spaces. We demonstrate madrassas’ connection to people’s place-making practices and
meaning-making as historical processes and purposeful action. Urban landscape, quotidian religious practices, and extra-local political economy are important to linking place, human aspirations, and lived religion in reframing the madrassa question in Pakistan.

En este artículo sugiero que el SINEM — la versión costarricense de El Sistema venezolano — articula un discurso de desarrollo que legitima políticas neoliberales que rigen el mercado internacional del siglo XXI, en el cual Costa Rica figura solamente como un subalterno. Planteo que tal articulación contribuye a perpetuar nociones y prácticas que se fundaron en el período colonial y que han sostenido el imaginario de la identidad nacional costarricense desde el siglo XIX. Para demostrarlo, llevo a cabo un análisis teórico por medio de la etnografía postcolonial institucional.

Palabras clave: postcolonialismo, neocolonialismo, etnografía postcolonial institucional, educación musical en Costa Rica, SINEM

In this article I suggest that SINEM — the Costa Rican version of Venezuela’s El Sistema — articulates a development discourse which legitimates neoliberal policies that govern the twenty-first-century international market, in which Costa Rica figures only as a subaltern. I contend that such articulation contributes to perpetuating notions and practices that are based in the colonial period and have sustained the imagination of Costa Rican national identity since the nineteenth century. To this end, I undertake a theoretical analysis through postcolonial institutional ethnography.

Key words:  postcolonialism, neocolonialism, postcolonial institutional ethnography, musical education in Costa Rica, SINEM.